Michelle Garay
11/30/2011
ARE 4351
Final Unit Lesson Plans
Lesson Plan One: Carmen Lomas Garza
Objectives:
The works of Carmen Lomas Garza focuses on common cultural practices of the
Mexican heritage. This lesson was developed in order to provide students with the opportunity to
execute intention in producing their art works. In this lesson, students will use symbolism to
depict a tradition or practice of their own culture in a painting. They will explore their heritage
and gain a better understanding of it in order to reflect on and express their experiences. In doing
this, they will also have the opportunity to learn about other cultures; students will not only gain
further knowledge on other cultures, but learn to appreciate each other’s differences.
Students will study how the artist uses perspective and color in her works to inspire how
they will use those elements in their own piece. They will consider the point of view that would
be most beneficial for portraying their scene and demonstrate their knowledge creating
perspective convincingly. Use of color will enhance the students’ knowledge of color theory and
creating representational forms.
Next Generation Sunshine State Standards
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VA.3.C.1.2: Reflect on and interpret works of art, using observation skills, prior
knowledge, and experience.
VA.3.S.1.3: Incorporate ideas from art exemplars for specified time periods and cultures.
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VA.3.S.2.1: Integrate the structural elements of art and organizational principles of
design with sequential procedures and techniques to achieve an artistic goal.
VA.3.O.1.1: Demonstrate how the organizational principles of design are used to arrange
the structural elements of art in personal work.
VA.3.O.3.1: Use symbols, visual language, and/or written language to document self or
others.
VA.3.H.1.1: Describe cultural similarities and differences in works of art.
VA.3.H.1.3: Identify and be respectful of ideas important to individuals, groups, or
cultures that are reflected in their art works.
Procedures:
Day One
1. Present artwork of Carmen Lomas Garza and discuss the meaning of her works.
2. What is symbolism? What symbols is she using in this painting? What are symbols for
other things-school, love, Florida, Hollywood, etc..
3. Begin discussion on the different cultures of students in the class by introducing own.
Create a list.
4. As a class, brainstorm different traditions of each culture that could be used as subject
matter for the paintings (if around the holidays, perhaps holiday traditions).
5. Explore the purposes of different cultural practices- religious, lifestyle, folklore, etc...
Day Two
6. Make first sketch of the painting using pencil in sketchbook.
7. Re-look at the exemplar works and re-emphasize her use of perspective and symbols.
8. Demonstrate color mixing with acrylic paints, repeatedly referring back to how to use the
color wheel displayed for reference.
9. Explain proper use and clean-up of painting materials.
10. Sketch final idea onto illustration board. Begin by creating solely the setting, using
perspective lines.
11. Paint background colors for setting.
Day Three
12. Draw rest of scene on top of background. Re-emphasize creating detail.
13. Paint in all figures and elements of the scene. Remind students to let areas dry a little if
elements are overlapping.
14. Ensure no blank spaces are left behind. Use pen to create small line detail.
Assessment:
A peer critique will be had, in which students will be asked to explain the tradition or
practice they chose to represent. Students will define their understanding of symbolism by
describing how they used it in their work. Classmates will analyze each other’s works and
provide any questions or comments regarding the subject matter or technical approaches.
A rubric will be used by the student and teacher to determine the grade for the art work.
See appendix A for rubric.
Statement of Origin:
The content of this lesson plan was inspired by the idea of “encountering difference,”
discussed in the article, Principles of Possibility: Considerations for a 21st Century Art &
Culture Curriculum by Olivia Gude (2007). Students can begin to understand the perspective of
others’ by exploring the personal experiences of their peers. The depiction of those experiences
in the art work creates a foundation for them to build on.
References:
Garza, C.L. (1987). Retrieved from: http://www.carmenlomasgarza.com/artwork.html
Gude, O. (2007). Principles and possibilities: considerations for 21st century art and culture
curriculum, Art Education, 60(1), 6-17.
Lesson Plan Two: Ben Heine
Objectives:
The drawings of Ben Heine depict issues present in our society and express his opinion
on the matter; therefore, this lesson plan will focus on social criticism. The students will research
and inform themselves of a current social issue. After one has been chosen, they will form an
opinion on the issue and create a drawing that illustrates their position. This will teach students
one way of becoming informed of community dilemmas and how to express their views.
Students will learn new drawing techniques and use new materials. They will explore
new shading methods, including the one most dominant in the works of Ben Heine, crosshatching. Art criticism skills will also be developed through looking at the artist’s works and
interpreting the iconography. They will form artist statements which explain the iconography in
their own art works.
Next Generation Sunshine State Standards
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VA.3.C.1.1: Use the art-making process to develop ideas for self-expression.
VA.3.C.1.2: Reflect on and interpret works of art, using observation skills, prior
knowledge and experience.
VA.3.S.2.1: Integrate the structural elements of art and organizational principles of
design with sequential procedures and techniques to achieve an artistic goal.
VA.3.S.3.1: Use materials, tools, and processes to achieve an intended result in twoand/or three-dimensional artworks.
VA.3.O.1.1: Demonstrate how the organizational principles of design are used to arrange
the structural elements of art in personal work.
Procedures:
Day One
1. Introduce students to the work of Ben Heine by asking students what they believe each
drawing is trying to say.
2. Discuss the social issues Ben Heine uses to give the students a better understanding of
what a social issue is defined as.
3. As a class, form a list of new topics for inspiration. This list should be of generalized
issues.
4. Look at current events in the newspaper to gather more specific ideas.
5. Emphasize the importance of the issue having a direct relationship to the student.
Day Two
6. Demonstrate drawing exercises for shading techniques, practicing tonal variations and
varying line quality to create better form.
7. Distribute drawing exercise instruction worksheets to be completed in a sketchbook.
8. In a sketchbook, establish one topic that the drawing will focus on. Write or draw any
words or images that will help form the drawing.
9. Complete 4 thumbnail sketches and choose one to use as final drawing.
10. Lightly sketch the chosen idea onto final paper.
11. Utilize at least 2 of the drawing exercise techniques to complete the drawing.
12. Vary line quality by using at least 2 different graphite pencils.
Assessment:
Students will demonstrate their knowledge about writing an artist statement by providing
their own for the art work. Second and third graders will be required to write two sentences;
fourth and fifth graders will write five sentence artist statements. In the statement they will
explain what elements of their piece represent their position on the issue and how the imagery
used pushes that agenda.
A rubric will be used by the student and teacher to determine the grade for the art work.
See appendix A for rubric.
Statement of Origin:
This lesson was inspired by the article Art Production: Ideas and Techniques, where
Linderman explains the process of art creation (1997). Included in this process is deciding what
to express, finding how you understand the subject, and deciding on an approach to convey it;
this is the true focus of this lesson.
References:
Heine, B. (2011). Retrieved from: http://www.benheine.com/projects.php?dossier=7215761981
5300019
Linderman, M. (1997). Art production ideas and techniques. Art in the Elementary School
(pp.108-118).
Lesson Plan Three: The Dorothy Collective
Objective:
Students will learn about our country’s military and the effect of war in our society. They
will reflect on the information learned and create a narrative piece inspired by their response.
Their art will be a visual voice for them to express their personal perspective on an important
issue as citizens of our country. Students will also learn about what it means to be part of an
artist collective. In addition to having an individual work of art, they will work collectively with
their peers and combine their art works to speak as a whole.
The students will learn important basic, hand building techniques in ceramics. Some
aspects which will be covered are using tools to attach pieces of clay properly and how to make
pieces more durable for firing. Students will explore this new medium and discover the
opportunities that three-dimensional media has in comparison to two-dimensional.
Next Generation Sunshine State Standards




VA.3.S.1.1: Manipulate tools and media to enhance communication in personal artworks.
VA.3.S.2.1: Integrate the structural elements of art and organizational principles of
design with sequential procedures and techniques to achieve an artistic goal.
VA.3.S.3.1: Use materials, tools, and processes to achieve an intended result in twoand/or three-dimensional artworks.
VA.3.O.3.1: Use symbols, visual language, and/or written language to document self or
others.
Procedures:
Day One
1. Begin discussion on branches of the military, who serves in the military, and the purpose
of the military in our country. Explain how this affects our citizens.
2. Discuss ways it has affected the personal lives of the students (family in the military,
family friends, etc.).
3. Form a list of words that describe a person in the military.
Questions to ask:
1. What attributes might they possess?
2. What feelings might they experience?
3. What feelings might their family members/friends experience?
4. How do you view those who serve in our military?
4. Define an artist collective and introduce the Dorothy Collective.
5. Show images from the Dorothy Collective army men and discuss the reasons they chose
to depict soldiers in this way.
6. Students will establish the manner in which their army man will be represented and
consider the story that it might tell. Use sketchbook to record ideas (1 page).
Day Two
7. Present clay medium and tools. Explain the stages clay goes through from plastic to
earthenware.
8. Demonstrate hand building techniques for creating a stand, attaching pieces of clay, and
making objects stable (but able to be fired).
9. Display terms and define throughout presentation.
10. Students create initial forms during demonstration: stand and body but do not attach.
11. While main parts of form art allotted time to dry, create added features (hat, weapon, etc.)
and set aside.
12. Explain proper clean-up of materials and clay preservation. Establish clean-up routine.
Day Three
13. Introduce carving tools and present examples of carving in clay.
14. Carve detail into the different elements of the army man, focusing on what ultimate
message that it is trying to portray.
15. Recapitulate on how to attach pieces and attach body to stand as a class.
16. Attach all other features on own.
17. Low fire all pieces. Glaze in army green and re-fire.
Assessment:
Each class will work as an artist collective by combining the army men. They will be
displayed together and examined in a class critique. The class will collectively decide whether
the message the army men is sending is positive or negative. A theme that can be gathered by
viewing the pieces as a whole will be recorded in an artist statement for its presentation.
A rubric will be used by the student and teacher to determine the grade for the individual
art works. See appendix A for rubric.
Statement of Origin:
This lesson plan was greatly influenced by the article, Principles of Possibility:
Considerations for a 21st Century Art & Culture Curriculum (Gude, 2007). In this article, Olivia
Gude explains that through visual art students can take part in cultural conversations and have
“empowered experiences” (Gude, 2007, p.11).
Research in three-dimensional art with elementary school aged students also largely
influenced this lesson plan. In an article by Claire Golomb, which recounts a study done with
young children, it is proven that children are much more capable of creating representational
figures than one would think (1996). In my personal observational experiences, I have witnessed
that when given the opportunity to learn any medium, children will strive to achieve their
expectation.
References:
Golomb, C. (1996). “Representation Concepts in Clay: The Development if Sculpture,” Child
Development in Art, National Art Education Association. (p.131-141).
Gude, O. (2007). Principles and possibilities: considerations for 21st century art and culture
curriculum, Art Education, 60(1), 6-17.
Lesson Plan Four: Re-Imagined Art History
Objective:
This lesson plan will introduce students to famous works in art history. They will learn
art criticism skills to analyze the works and find the focus or what makes it “great.”Students will
learn esteemed methods of critiquing art work and use those methods to come to their own
conclusion of famous art works.
They will then work together in groups to transform a two-dimensional work of art into a
three dimensional sculpture. The students will use new mediums that will harbor diversity among
all the pieces. Because the students will be working together, they will be aiding each other in
solving artistic struggles; this is an important experience to have because master artists utilize
their peers for creative problem solving which ultimately benefits all involved.
Next Generation Sunshine State Standards







VA.3.C.1.2: Reflect on and interpret works of art, using observation skills, prior knowled
ge, and experience.
VA.3.S.1.1: Manipulate tools and media to enhance communication in personal artworks.
VA.3.S.1.3: Incorporate ideas from art exemplars for specified time periods and cultures.
VA.3.O.2.1: Use creative and innovative ideas to complete personal artworks.
VA.3.H.3.1: Discuss how knowledge gained in the visual art classroom can serve as prior
knowledge in other classrooms.
VA.3.F.1.2: Explore the effects and merits of different solutions to solve an artistic probl
em.
VA.3.F.3.2: Collaborate to complete a task in art.
Procedures:
Day One
1. Show presentation on 5 famous art works- only images and names.
2. Distribute pre-test on the meaning of the works and why they are famous.
3. Cover brief biography of the artist and the time period it was created in for each piece.
4. Use a modified version of the Feldman method to critique the works:
1) Analyze (what does it look like, using knowledge of E’s and P’s)
2) Interpret (what do you think it means)
3) Judge (what does it mean to society and is it successful)
5. Present re-imagined versions of other famous works.
6. What makes these pieces interesting or different from the original?
7. Form groups of 4-5 students and present original art work images.
8. Allow students 3 minutes to decide together which work they will be using.
9. Work collaboratively to design how it will be represented. Imagine what the unseen
elements of the 2-D version may look like.
10. Decide what elements to incorporate or exclude. Consider spatial relationships.
11. Create one sketch of the plan.
12. Brainstorm materials that may need to be collected.
Day Two
13. Explain the process of using plaster.
14. Accumulate materials that can be used to create the basic form of the sculpture
(newspaper, balloons, tape etc.).
15. Build form and cover with first layer of plaster.
16. Demonstrate clean-up and establish routine for storage.
Day Three
17. Completely paint the sculpture. Ensure that there are no blank areas exposed.
18. No more plaster should be done at this stage, only painting to create detail.
Assessment:
The pre-test at the beginning of the lesson will be followed by a post-test on the art
history works to find what they learned. These tests will regard the process of analyzing a work
of art, as well as, the true impact that each of the famous art history works made. Students will
confirm their knowledge of these influential works and artists at the end of the lesson through the
post-test.
A rubric will be used by the student and teacher to determine the grade for the art work.
See appendix A for rubric.
Statement of Origin:
Art Analysis Looking at and Responding to Art breaks down art criticism into
understandable steps (Linderman, 1997). Using the questions provided in the article, the lesson
can introduce art critique to students. One particular aspect Linderman focuses on with art
criticism is the historical significance, which is addressed in this lesson plan (1997).
In a study done by Claire Golomb, young children are asked to translate their concept of
a human figure into a ceramic sculpture; at this stage of development, children typically interpret
the human figure in a two-dimensional, ‘stick figure’ sense (Golomb, 1996). The outcome of this
study, successful three-dimensional sculptures derived from two-dimensional imagery, inspired
this lesson plan. A child’s capability to understand the three-dimensional elements is greater than
many educators in the past have thought.
References:
“Re-Imagined Classic Art” (2011). Retrieved from: http://blog.thaeger.com/2011/10/28/reimagined-classic-art/
Golomb, C. (1996). “Representation Concepts in Clay: The Development if Sculpture,” Child
Development in Art, National Art Education Association. (p.131-141).
Linderman, M. (1997). Art analysis looking at and responding to art. Art in the Elementary
School (pp.215-228).
Lesson Plan Five: TOMS Shoes
Objectives:
For this lesson, students will learn about the TOMS Shoes mission. They will express
their understanding of how poverty affects children their age in other countries by creating pieces
that raise awareness, taking into consideration the principles of good design. Their inspiration
will be derived from learning information about the TOMS Shoes cause and gaining empathy for
children at the same stage in their life, but in significantly far dire circumstances.
Students will be asked to participate (with parental permission) in the One Day Without
Shoes challenge to show their support for the cause. They will learn how to actively involve
themselves in an organization that raises awareness for a cause benefitting others than
themselves. They will understand the importance of art, graphics, and imagery in gathering
support for a cause through advertisement.
Next Generation Sunshine State Standards
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
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VA.3.S.1.2: Use diverse resources to inspire artistic expression and achieve varied
results.
VA.3.O.2.1: Use creative and innovative ideas to complete personal artworks.
VA.3.H.1.1: Describe cultural similarities and differences in works of art.
VA.3.F.2.1: Identify places where artists or designers have made an impact on the
community.
VA.3.F.3.1: Create artwork that communicates an awareness of events within the commu
nity.
VA.3.F.3.2: Collaborate to complete a task in art.
Procedures:
Day One
1. Watch video #1 on TOMS shoes- a thank you video that demonstrates the work they do
without stating it directly. Questions for discussion:
1) What is the message they are trying to reach to the public?
2) Why might children in other countries not have shoes?
3) Why do you think shoes are so important to everyday life?
2. Compile a list of reasons why students are personally grateful to be able to wear shoes.
3. Watch video #2 and explain the purpose of One Day Without Shoes.
4. Ask students if they remember any of the facts from the video.
5. Fill in any remaining facts and make sure the vocabulary is understood.
6. Invite students to participate in One Day Without Shoes challenge, given that they
receive parental permission in the form of a permission slip.
7. Distribute slips to those interested and establish a date.
8. Present project description and present examples of posters and other art works which
raise awareness for a cause.
Day Two
9. Create mixed media awareness art works about the importance of all children having
shoes to wear and/or the reason you will be going one day without shoes.
10. Media used should reflect the goal of the art work and be an active participant in the
delivery of that message.
11. Incorporate text with iconography to create a bold, clear statement.
12. Once complete, post out of the classroom to encourage others to become informed.
Assessment:
Each student will present their art work to the class and deliver and informal artist
statement. In the statement, they will demonstrate which elements of their piece are portraying
what aspect of the cause. Peers will share their reaction to the piece and what they found
successful about the piece. Demonstrating their knowledge of principles of art, they can identify
what elements caused certain reactions that benefit the purpose of the art work.
A rubric will be used by the student and teacher to determine the grade for the art work.
See appendix A for rubric.
Statement of Origin:
In Principles of Possibility: Considerations for a 21st Century Art & Culture Curriculum,
Olivia Gude explains how art allows children to “investigate and represent one’s own
experience- generating personal and shared meaning”(Gude, 2007, p.6). One of the most unique
aspects of art education is the ability to do this. This lesson plan allows students to view art as an
experience rather than simply an activity; the will learn the impact it can have personally and
globally.
References:
Gude, O. (2007). Principles and possibilities: considerations for 21st century art and culture
curriculum, Art Education, 60(1), 6-17.
Tomsshoes. (2010). Tom’s-Thank You! [video]. Retrieved from: http://www.youtube.com/
watch?v=owTiwnNly_4
Tomsshoes. (2010). One Day Without Shoes [video]. Retrieved from: http://www.youtube.com
/watch?v=Vlz3QKHJBac